Publications

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(2023). Steadfast restorative and supportive approaches to student behavior during the COVID-19 pandemic. JEPC.

(2023). Seasonality of school climate. School Psychology Review.

(2023). Practical Multilevel Modeling Using R. Sage Publishing.

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(2023). The relationship between teacher stress and job satisfaction as moderated by coping. Psychology in the Schools.

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(2023). Advanced categorical data analysis in prevention science. Prevention Science.

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(2023). Teacher perceptions of school resource officers and associations with school safety. Journal of School Violence.

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(2022). High school graduation outcomes of student threat assessment. PSF.

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(2022). Student perceptions of school resource officers and threat reporting. In JSV.

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(2022). School bullying and gender minority youth: Victimization experiences and perceived prevalence. In SPR.

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(2022). Evaluation of a bibliotherapy-based stress intervention for teachers. Teaching and Teacher Education, doi: https://doi.org/10.1016/j.tate.2021.103543.

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(2021). Advancing diversity, equity, and inclusion in school psychology: Be the change. School Psychology Review, doi: https://www.tandfonline.com/doi/full/10.1080/2372966X.2021.1889938.

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(2021). An investigation of the psychometric properties of the Early Identification System–Student Report in a middle school sample. School Psychology, 36, 34-46.

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(2020). Confirmatory factor structure and predictive validity of the Early Identification System—Student Report in a community sample of high school students. School Mental Health, Advance online publication.

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(2020). Prior problem behaviors do not account for the racial suspension gap. Educational Researcher, doi: 10.108015388220.2019.1707682.

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(2020). Does teacher emotional exhaustion and efficacy predict student discipline sanctions?. SPR, Article of the year (2020).

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(2020). Student threat assessment as an alternative to exclusionary discipline. JSV, 19, 377-388.

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(2020). The relationship between school disciplinary resolutions with school climate and attitudes toward school. Preventing School Failure, Advance online publication.

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(2020). MANOVA: A Procedure Whose Time Has Passed?. GCQ, 64, 1.

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(2019). Understanding family–school engagement across and within elementary- and middle-school contexts. SP, 34, 363-375.

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(2019). An investigation of the psychometric properties of the Early Identification System (EIS)-Student Report. JPA, 37, 473-485.

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(2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International.

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(2019). School threat assessment versus suicide assessment: Statewide prevalence and case characteristics. Psychology in the Schools, 56, 378 – 392. https://doi.org/10.1002/pits.22194.

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(2019). School teasing and bullying after the presidential election. Educational Researcher, 48(2). doi: 10.3102/0013189X18820291.

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(2018). An examination of restorative interventions and racial equity in out-of-school suspensions. In SPR.

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(2018). Racial/ethnic parity in disciplinary consequences using student threat assessment. In SPR.

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(2018). Collecting and analyzing local school safety and climate data. In School safety and violence prevention: Science, practice, and policy driving change.

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(2018). Student threat assessment as a standard school safety practice: Results from a statewide implementation study. In SPQ.

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(2018). Bullying involvement, teacher-student relationships, and psychosocial outcomes. In SPQ.

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(2017). The toxicity of bullying by teachers and other school staff. In SPR.

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(2017). Treatment utility of universal screening for behavioral risk: A manipulated assessment study. Journal of Applied School Psychology, 1–17. https://doi.org/10.1080/15377903.2017.1394949.

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(2017). The utility of single-item readiness screeners in middle school. Journal of School Psychology, 64, 1–16. https://doi.org/10.1016/j.jsp.2017.04.003.

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(2017). The role of the perceptions of school climate and teacher victimization by students. Journal of Interpersonal Violence, Advance online publication. https://doi.org/10.1177/0886260517721898.

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(2017). Authoritative school climate, the number of parents at home, and academic achievement. School Psychology Quarterly, 32, 480–496. https://doi.org/10.1037/spq0000182.

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(2015). School counselor use of peer nominations to identify victims of bullying. Professional School Counseling, 18, 191–205..

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(2015). Prevalence of aggressive attitudes and willingness to report threats in middle school. Journal of Threat Assessment and Management, 2, 11–22. https://doi.org/10.1037/tam0000031.

(2015). Prevalence and offense characteristics of multiple casualty homicides: {Are} schools at higher risk than other locations?. Psychology of Violence, 5, 236..

(2015). Multilevel factor structure and concurrent validity of the teacher version of the Authoritative School Climate survey. Journal of School Health, 85, 843–851. https://doi.org/10.1037/spq0000062.

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(2015). Advanced readers in Reading First classrooms: Who was really left behind? Considerations for the field of gifted education. Journal for the Education of the Gifted, 38, 257–293. https://doi.org/10.1177/0162353215592501.

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(2014). Successive teacher expectation effects across the early school years. Journal of Applied Developmental Psychology, 35, 181–191. https://doi.org/10.1016/j.appdev.2014.03.006.

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(2014). Multilevel multi-informant structure of the Authoritative School Climate Survey. School Psychology Quarterly, 29, 238–255.. https://doi.org/10.1037/spq0000062.

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(2014). Factors associated with lowercase alphabet naming in kindergarteners. Applied Psycholinguistics, 35, 943–968. https://doi.org/10.1017/S0142716412000604.

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(2014). Are the reading rich getting richer? Testing for the presence of the Matthew effect. Reading & Writing Quarterly, 30, 95–115..

(2014). Analyzing group level effects with clustered data using Taylor series linearization. Practical Assessment, Research, and Evaluation, 19, 1–9..

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(2014). An investigation of factors associated with letter-sound knowledge at kindergarten entry. Early Childhood Research Quarterly, 29, 182–192. https://doi.org/10.1016/j.ecresq.2014.02.001.

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(2014). Aggressive attitudes in middle schools: A factor structure and criterion-related validity study. Assessment, 22, 497–512. https://doi.org/10.1177/1073191114551016.

(2013). Perceived prevalence of teasing and bullying predicts high school dropout rates. Journal of Educational Psychology, 105, 138–149. https://doi.org/10.1037/a0030416.

(2013). Birthday effects and preschool attendance. Early Childhood Research Quarterly, 28, 11–23. https://doi.org/10.1016/j.ecresq.2012.03.002.

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(2012). The association of age and early literacy outcomes.. The Journal of Educational Research, 105, 431–441. https://doi.org/10.1080/00220671.2012.658456.

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(2012). Pick your Poisson: A tutorial on analyzing counts of student victimization data. Journal of School Violence, 11, 187–206.

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(2012). Effects of validity screening items on adolescent survey data.. Psychological Assessment, 24, 21–35. https://doi.org/10.1037/a0024824.

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(2011). NCES handbook of survey methods (NCES 2011-609). In NCES handbook of survey methods (NCES 2011-609).

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(2010). Authoritative school discipline: High school practices associated with lower bullying and victimization. Journal of Educational Psychology, 102, 483–496. https://doi.org/10.1037/a0018562.

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(2008). Corruption and educational outcomes: Two steps forward, one step back. International Journal of Education Policy and Leadership, 3, 1–10.

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